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Lesson Plan by Lauren Martin M.Ed.

The Most Dangerous Game by Richard Edward Connell

This free, printable Pixton lesson plan brings short stories to life with comics and storyboards.

Make short stories come to life with comics!

Including these awesome activities:
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Featured Layouts

When students complete the activities in this lesson plan, they will use the following comic layout types.

  • Plot Diagram
  • Storyboard
  • Mind Map
  • Character Map
  • Graphic Novel
  • Poster

Your students will create amazing images like these in no time!

Pixton Lesson Plan on The Most Dangerous Game by Richard Edward Connell
This free, printable Pixton lesson plan brings short stories to life with comics and storyboards.
This free, printable Pixton lesson plan brings short stories to life with comics and storyboards.

Main Characters

The Most Dangerous Game by Richard Edward Connell

When you import any of the activities below, you can choose to share these ready-made characters with your students.

  • Sanger Rainsford from The Most Dangerous Game by Richard Edward Connell
    Sanger Rainsford

    Protagonist, legendary big-game hunter

  • General Zaroff from The Most Dangerous Game by Richard Edward Connell
    General Zaroff

    Antagonist, hunts human beings

  • Whitney from The Most Dangerous Game by Richard Edward Connell
    Whitney

    Rainsford's friend and travel partner

  • Ivan from The Most Dangerous Game by Richard Edward Connell
    Ivan

    Zaroff’s mute assistant

Featured Props

The Most Dangerous Game by Richard Edward Connell

Student creations come alive with these themed objects – in addition to our library of over 3,000 props!

  • Boat
    Boat
  • Cliff
    Cliff
  • Deer
    Deer
  • Hole
    Hole
  • Knife
    Knife
  • Log
    Log
  • Rain
    Rain
  • Tree
    Tree
  • Water
    Water
  • Wolf
    Wolf
Print this Teacher Guide

Teacher Guide

The Most Dangerous Game by Richard Edward Connell

Step 1Class discussion with students

Getting Started

Ask students to discuss the title and what it might mean. Ask them to share what they believe to be the most dangerous "game" in the world, and why.

Opening Discussion

As students to make a prediction based on the symbols and themes in The Most Dangerous Game:

  • The effects of war
  • Reason versus instinct
  • The Island
  • The Jungle
  • Darkness
  • Red
Step 2Pixton comic-making activities
  • Make a Plot Diagram
    Conflict and Plot

    Complete after reading the story.

    View Activity
  • Make a Storyboard or Mind Map
    Symbolism

    Complete after reading the story.

    View Activity
  • Make a Character Map
    Character Map

    Begin at the start of the story, and make additions throughout the story.

    View Activity
  • Extension / Modification
    Graphic Novel (Extension / Modification)

    Create a Graphic Novel to summarize the short story.

  • Extension / Modification
    Poster (Extension / Modification)

    Create a wanted Poster for General Zaroff or Ivan. Include specific details about his crime(s) and appearance.

  • Extension / Modification
    Mind Map (Extension / Modification)

    Create a Mind Map to illustrate one or more major themes from the story.

Step 3Concluding discussion with students

Discuss the following:

  • How is the island and the entire story an analogy?
  • What does General Zaroff's obsession with finding the most challenging prey represent?
  • What do the symbols of the jungle, island, darkness and blood represent?
  • In what ways are Rainsford and Zaroff similar?
  • How are Ivan and Whitney relevant and important to the themes of the story?
  • What do you think Richard Connell's purpose and message were in writing this story?
  • Has your idea of "human nature" changed after reading this story? Why or why not?
  • In your opinion, would humans resort to savagery without society's rules and customs? Why or why not? What do you think Connell believes?
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Pixton Activity: The Most Dangerous Game 1 Conflict and Plot

Featured Layouts

  • Plot Diagram

Intro

Track major plot points while reading in order to complete the plot mountain at the end of the story.

Instructions

Summarize The Most Dangerous Game using a Plot Diagram:

  • Include a brief description and an illustration of each point on the plot diagram (introduction, rising action, climax, falling action, conclusion).
  • Identify the key points that are important to that specific point in the story.
  • Think about quotes that could be used to help create meaning in each panel.

See the rubric for grading guidelines.

Rubric: Conflict and Plot

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The plot diagram is focused, with advanced use of language/ideas. The plot diagram is accurate, well developed, with consistent use of details. The plot diagram is complete and accurate; lacks consistent use of specific details. The plot diagram is basic; has several errors,or lacks detail. The plot diagram is inaccurate and difficult to follow.
Meaning Ideas, information and use of detail • strong point of view
• summary is clear and highly detailed
• descriptions are thoughtful and highly developed
• relevant ideas with consistent analysis
• summary is clear and accurate
• logical descriptions that clarify and develop the idea
• relevant ideas with some analysis
• summary is short, but accurate
• descriptions are simple and consistent
• some relevant ideas
• summary has several errors
• descriptions are brief and lack detail
• often very brief
• summary is has significant errors
• descriptions are difficult to follow
Style Clarity, variety, impact of visuals and language • varies language to develop meaning
• varies sentence structure for effect
• images and characters have impact on the meaning of the panel
• language is clear with some variety
• varies sentence structure
• makes attempts to use descriptive language
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structure with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• some variety in sentence length and type
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence (beginning, middle, end) • proper organization
• sequence is highly effective and has purpose
• all panels are thoughtful and detailed
• all panels are organized or logical
• logical sequence
• all panels are present
• most panels are organized or logical
• consistent attention to sequence
• all panels are present
• some panels are organized or logical
• some attention to sequence
• some panels may be missing
• panels are not organized or logical
• no attention to sequence
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total

Student Handout

Share this comic with your students to demonstrate the activity without giving away the farm :)

Conflict and Plot in “Cinderella” by Pixton
ExpositionCinderella lives a humble life with her father, and is very happy. However, soon after taking a new wife, Cinderella's father passes away. Main ConflictWith her new husband now deceased, Lady Tremaine and her two daughters take over the house. Rather than welcoming Cinderella into the family, they make her a servant and treat her cruelly. Rising ActionThe Prince, looking to get married, announces there will be a ball for all the ladies in the kingdom to attend. Cinderella plans to go but her stepsisters ruin her dress. As she sits in tears, her fairy godmother appears and gives her everything she needs for a grand experience at the ball. But there is a catch; at midnight, everything will return to how it was before. ClimaxCinderella enters the ballroom and immediately catches Prince Charming's eye. After a night of dancing, the two are in love. Cinderella loses track of time, however, and when the clock strikes midnight, she flees from the ball. Prince Charming is left with nothing but her glass slipper. Falling ActionThe prince is determined to find the mysterious woman from the ball. He sends his men to visit every household in the kingdom and have them try on the glass slipper. The woman whom the shoe fits will be the new princess. DenouementAt last, Cinderella gets a chance to try on the glass slipper and it fits perfectly. Prince Charming knows she is the one he fell in love with at the ball. He rescues her from her wicked stepfamily and they live happily ever after.
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Pixton Activity: The Most Dangerous Game 2 Symbolism

Featured Layouts

  • Storyboard
  • Mind Map

Intro

Review the symbols in The Most Dangerous Game:

  • The Island
  • The Jungle
  • Darkness
  • Red

Instructions

Illustrate each of the major symbols in a Mind Map or Storyboard:

  • Identify the symbol in the panel title
  • Create an image that summarizes the symbol
  • Include a quote or specific example that illustrates the symbol

See the rubric for grading guidelines.

Rubric: Symbolism

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The symbolism is highly developed; examples have significant purpose and engage the reader. The symbolism is well developed; examples are specific and provide sufficient support. The symbolism is briefly discussed; examples are accurate but not fully explained. The symbolism is briefly discussed; vague or irrelevant examples. The symbolism is not identified; lacks any supporting examples.
Meaning Ideas, information and use of detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence (supporting examples identified) • proper organization
• examples are properly referenced
• panels are thoughtful and detailed
• all panels are organized or logical
• examples are properly referenced
• all panels are present
• most panels are organized or logical
• examples are properly referenced
• all panels are present
• some panels are organized or logical
• examples are not/improperly referenced
• some panels may be missing
• panels are not organized or logical
• examples are not referenced
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total
Print this Activity

Pixton Activity: The Most Dangerous Game 3 Character Map

Featured Layouts

  • Character Map

Intro

Determining character traits is an important skill necessary to understanding the conflicts and themes of the plot. The characteristics that make up the main character and supporting characters help shape the outcome of the narrative.

Instructions

Create three Character Maps for the three main characters in The Most Dangerous Game:

  • It's important to add as many details as you can to all the parts of the map.
  • Include an appropriate illustration based on the character traits outlined in the novel.

See the rubric for grading guidelines.

Rubric: Character Map

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The character map is thoughtful; descriptions are detailed and informative. The character map is fully developed; accurate details and insightful descriptions. The character map is complete; descriptions are simple and settings are accurate. The character map includes basic details, but is not fully developed. The character map does not accurately reflect the characters.
Meaning Ideas, information and use of detail • strong point of view
• summary is clear and highly detailed
• descriptions are thoughtful and highly developed
• significant details that make characters unique and dynamic
• relevant ideas with consistent analysis
• summary is clear and accurate
• logical descriptions that clarify and develop the idea
• characters are similar; includes relevant details
• relevant ideas with some analysis
• summary is short, but accurate
• descriptions are simple and consistent
• characters similar to description
• some relevant ideas
• summary has several errors
• descriptions are brief and lack detail
• characters vaguely looks like description
• often very brief
• summary is has significant errors
• descriptions are difficult to follow
• characters do not look like description
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence • proper organization
• panels are thoughtful and detailed
• all panels are organized or logical
• all panels are present
• most panels are organized or logical
• all panels are present
• some panels are organized or logical
• some panels may be missing
• panels are not organized or logical
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total

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